@article{53661,
  abstract     = {{Inclusive education is a key goal of modern educational reforms, yet its
implementation is complex. This study examines the roles of teacher
attitudes and self-efficacy in predicting their intentions to use inclusive
practices across five western countries: Canada, Germany, Greece, Italy,
and Switzerland. The study identified both significant differences and
commonalities in prediction patterns across these countries. For instance,
beliefs about inclusion varied in their significance, being the most
influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other
predictors, no significant differences were found, and self-efficacy in
collaboration was the strongest predictor nominally. The study suggests
that, while aspects such as collaboration seem generally important across
countries, effective strategies for promoting inclusive education may also
need to be tailored to each country’s unique context, considering aspects of
historical background of inclusive education, teacher training, and support.
It also emphasizes the need to consider domain-specific aspects of teacher
self-efficacy, as different facets differently affect teachers’ intentions.}},
  author       = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}},
  issn         = {{1918-5227}},
  journal      = {{Exceptionality Education International}},
  number       = {{1}},
  pages        = {{17--41}},
  title        = {{{How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland}}},
  doi          = {{10.5206/eei.v34i1.16803}},
  volume       = {{34}},
  year         = {{2024}},
}